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Additional text-based units - The Midnight Fox by Betsy Byars

The Midnight Fox is particularly strong in the area of plot, issues, character development and descriptive language. It therefore supports children who are moving from Level 3 to Level 4 in empathising with characters and inferring feelings, thoughts and motivation over the course of the narrative. Children are able to explore the central issues and begin to develop their own opinions. The descriptive passages provide opportunities to think about the effects of language choices.

In the unit of work, children are asked on frequent occasions to search the text to locate evidence, to read the text closely for implicit meanings and to support their opinions by referring to the text. Some of these discussions take place in whole-class discussions; other discussions take place in pairs and groups. Teachers or teaching assistants (TAs) can listen in and make discreet notes on the discussions. Children are also frequently asked to make notes in their 'fox-spotter' notebooks - these offer further opportunities for assessment.

 

Ongoing assessment opportunities

Class and group discussions

During the frequent opportunities for class discussions within the unit, the teacher could make brief notes after the session or a TA, if present, could make notes during a session.

Teachers or TAs could set up guided reading or writing activities, using some of the activities in the unit, to make more closely focused assessments with particular children who are working towards Level 4.

Notes can also be made, for example using the following framework, during group discussions and partner work. See resources for a framework that supports the monitoring of children who are moving from Level 3 to Level 4.

See resources for a framework which supports the monitoring of children who are moving from Level 3 to Level 4.

Written work

Children's understanding can also be noted from their ongoing written work:

  • Tom's note to his aunt or uncle (session 13) will show children's understanding of his feelings at that point in the narrative and understanding of the main themes of the book
  • the drawing and annotating (session 3) will demonstrate children's understanding and ability to refer to the text
  • the final newspaper report will show children's ability to summarise key moments on the plot and themes of the novel.

 

Assessment opportunities
With a particular focus on children moving from Level 3 to Level 4

  • To be able to search text closely  and to refer to the text when explaining ideas
  • To begin to make inferences (reading between the lines) and deductions (pulling evidence together) including empathising with characters and their feelings, thoughts, motivations and changes over the course of the narrative

Phase 1 - Session 3

Children are asked to refer closely to the text as they draw an annotated picture of Bubba's room.

Phase 1 - Session 4

The letter to Petie will show children's ability to infer Tom's feelings.
  • To discuss the author's use of  language, e.g. to describe characters and settings

Phase 2 - Session 9

Children are asked to identify words and phrases the author has used to describe the fox and what this shows about Tom's feelings about the fox.
A teacher or TA could work with small groups to assess their understanding at this point of the story.

  • To talk about the author's purposes and viewpoints and the overall effect of the text on the reader, e.g. overarching themes, events, characters and plot structures

Phase 3 - Session 14

Children are asked to think about Tom's actions; their comments during the thought-tracking activity could be recorded and their understanding will also be evident in their 'fox-spotter' books as they write in role.

Sources: NC level descriptions
QCA's SATs analysis at the end of Key Stage 2, published in  Implications for teaching and learning (QCA 2004, 2005, 2006), show key pointers in helping children to move from Level 3 to Level 4 in reading.

 

National Curriculum Level descriptions

Level 3

Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction, they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

Level 4

In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information.